Research unit for upper secondary education pedagogy

Background

The research unit does research in close relation to educational practices and to challenges within upper secondary teaching. We primarily focus on empirical studies of educational practices from both teacher and student perspectives.

More specifically, the objectives are to:

identify changing teacher roles and learning communities
study development of educational practices through classroom management
identify conditions for participation and dialogue in the classroom
study student voices in the classroom
examine how digital technologies influence educational practices.

Participants

Name	Job title	Email	Phone	Building
Boie, Mette Alma Kjærsholm	Postdoc	mebo@edu.au.dk	+4525566626	1483, 646
Bülow, Morten Winther	PhD Student	mobu@edu.au.dk
Caviglia, Francesco	Associate professor	caviglia@edu.au.dk	+4587162605	1483, 624
Dalsgaard, Christian	Associate professor	cdalsgaard@edu.au.dk	+4521664955	1483, 622
Dohn, Niels Bonderup	Associate professor	dohn@edu.au.dk	+4587163716	1483, 544
Felby, Laura Cordes	PhD Student	lcf@au.dk	+4528129330	1483, 623
Pedersen, Alex Young	PhD Student	ayp@edu.au.dk		5620, 115
Robinson, Sarah	Associate professor	srobin@au.dk	+4524850818	1483, 630
Thomsen, Mette Brinch	Development Consultant	mbthomsen@edu.au.dk	+4551335079	1483, 647

Publications

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Caviglia, F., Dalsgaard, C., Boie, M. A. K. & Thomsen, M. B. (2021). Undersøgelse af digitale teknologier i fremmedsprogsundervisningen: Sproglæreres anvendelse af digitale teknologier i gymnasiet. DPU, Aarhus Universitet.

Boie, M. A. K., Dalsgaard, C. & Caviglia, F. (2020). Det digitale instinkt: Gymnasieelevers digitale praksis. Læring og medier (LOM), 13(23). https://doi.org/10.7146/lom.v13i23.121737

Boie, M. A. K., Dalsgaard, C. & Caviglia, F. (2020). Digitale kompetencer: Kernefaglighed og digital faglighed. In L. Lund & L. C. Felby (Eds.), Nye kompetencer i gymnasiet: Innovative, digitale, globale og karrierekompetencer (pp. 75-98). Frydenlund Academic.

Dalsgaard, C., Caviglia, F., Boie, M. A. K., Færgemann, H. M. & Thomsen, M. B. (Eds.) (2020). Digitale kompetencer i fagene: Pædagogiske formater til at arbejde med digitale kompetencer i gymnasiet. Center for Undervisningsudvikling og Digitale Medier, Aarhus Universitet. https://www.stil.dk/-/media/filer/uvm/publikationer/2019/dec/191219-digitale-kompetencer-i-fagene-2020.pdf?la=da

Dalsgaard, C., Caviglia, F., Boie, M. A. K., Færgemann, H. M. & Thomsen, M. B. (2020). Digitale kompetencer i gymnasiet. Aarhus Universitet. https://www.stil.dk/-/media/filer/uvm/publikationer/2019/dec/191219-digitale-kompetencer-i-gymnasiet-2020.pdf?la=da

Boie, M. A. K. (2020). Elevstemmer i gymnasiet: - uddannelse overgår alle. Aarhus Universitet.

Caviglia, F. & Dalsgaard, C. (2020). Introduktion til digitale kompetenceområder. Aarhus Universitet. https://www.stil.dk/-/media/filer/uvm/publikationer/2019/dec/191219-introduktion-til-digitale-kompetenceomraader-2020.pdf?la=da

Lund, L. & Felby, L. C. (Eds.) (2020). Nye kompetencer i gymnasiet: Innovative-, digitale-, globale- og karrierekompetencer. Frydenlund Academic.

Lund, L. (2019). Lærerens didaktiske vokabular: at skabe sammenhæng mellem undervisningens intention og udførelse. In A. Qvortrup (Ed.), Formålsdrevet undervisning (pp. 163-184). Dafolo. Undervisning og læring

Lund, L. (2019). Practical arguments: making teachers’ reflections on teaching practices visible. In P. E. McDermott (Ed.), Teacher Training: Perspectives, Implementation and Challenges Nova Science Publishers.

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